Faculty of air transport engineering the department of «air navigation systems»

_{THE MINISTRY OF TRANSPORT OF THE REPUBLIC OF UZBEKISTAN TASHKENT STATE TRANSPORT UNIVERSITY}


FACULTY OF AIR TRANSPORT ENGINEERING
THE DEPARTMENT OF «AIR NAVIGATION SYSTEMS»

«A P P R O V E D » The Head of Department «Air navigation systems» docent., Shukurova S.M.
«		»		2022.

Programm: 5620200 - «Air Traffic Control»

final QUALIFYING WORK


(explanatory note)

Theme:	Development of new teaching methods with
extensive use of modern information technologies.

Student:		gr. 97-18 ATC, Mamatkulov Umidjon
Supervisor:
Recinsent:

Tashkent– 2022
THE MINISTRY OF TRANSPORT OF THE REPUBLIC OF UZBEKISTAN TASHKENT STATE TRANSPORT UNIVERSITY


FACULTY OF AIR TRANSPORT ENGINEERING
THE DEPARTMENT OF « AIR NAVIGATION SYSTEMS
Field of Education: 5620200 - « Air Traffic Control »

		«A P P R O V E D » The Head of Department «Air navigation systems» docent., Shukurova S.M.
		«		»		2021.

The Task
OF final QUALIFYING WORK

Student:	Mamatkulov Umidjon Saidmumin ugli
	(surname, name, patronymic)

Theme:	Development of new teaching methods with extensive use of modern information technologies.

Approved by university order from «___» _______ 2022. №____________

2. Date of completion of work:
3. Data for work:
4. Contents of settlement and explanatory notes:
5. List of graphic part:

6. Work consultants (indicating the sections related to them)

Section	Consultant	Signature and Date
		Complete	Accepted

7. The planned schedule of the final work

№ п/п	The name of the stages of final qualification work	Deadline for the stages of final qualification work	Note

Date of assignment
Instructor:
The task was accepted

CONTENTS

BASIC ABBREVIATIONS AND DEFINITIONS

INTRODUCTION

CHAPTER 1. MATERIALS AND METODOLOGY

1. Evidence based training

2. Training design

3. Teamwork in Air Traffic Control

4. Team resource management

CHAPTER 2. MODELING AND OPTIMIZATION OF THE TRAINING COMPLEX

1. Simulation

2. Flexible methodologies in simulation

3. Basic requirements for software package

2.4 Using a universal programming language in combination with a specialized modeling library
2.5 Development process
2.6 The structure of the model of ground movement of aircraft in the area of air traffic control and the model of the airport - using AnyLogic

CHAPTER 3. ECONOMIC PART
CHAPTER 4. LIFE SAFETY
CHAPTER 5. CONCLUSION
LIST OF REFERENCES


LIST OF ABBREVIATIONS
ACC - Aerodrome control center
AIC- Aeronautical Information Collection
UA - Upper airspace
AT - Air traffic
VA - Visual approach
AS - Air space
RWY- Runway
ACFT – Aircraft
ICAO – International Civil Aviation Organization
CA – Civil aviation
CS - The civilian sector
MC - Main center
APP - Approach control
RDR- Radar control
APp - Approach control point
GRD –Ground control
UAMS- Unified airspace management system
ZCEUATC - Zone center of the EU ATC
UOA - Use of airspace
CP - Command post
ACP - Aerodrome control point
LAL - Local air lines
LCS - Local control station
MCA - Magnetic track angle
LA - Lower airspace
ATS - Air traffic services
ATM - Air traffic management
VFR - Visual flight rules
PDSL- Production and dispatch service landing
IFR - Instrumental Flight Rules
ACC - Area Control Center
FD - Flight director
RE- Radio engineering
CC – Control center
ATC - Air traffic control
AM- Airspace management

DEFINITIONS
Aerodrome - land or water area specially equipped for take-off, landing, taxiing, parking and aircraft maintenance.
Airport - a complex of structures designed for receiving, sending aircraft and servicing air transportation, having for this purpose an airfield, airport terminal and other ground facilities and the necessary equipment
Flight safety - a comprehensive characteristic of air transport and aviation operations, which determines the ability to perform flights without threatening the life and health of people.
Aaircraft - an aircraft maintained in the atmosphere due to its interaction with air.
Traffic service dispatcher - an official who provides flight support and direct control of the movement of aircraft on the ground and in the air.
Dispatcher provision of an air traffic plan - execution and submission by the traffic service authorities of a preliminary plan (application) for upcoming flights to authorities controlling and authorizing flights in the airspace assigned to them, receiving and submitting messages on permission to fly, as well as taking operational measures to ensure safety and regularity of aircraft movement.
Mission for a flight - a document of an established form containing necessary information about the crew, aircraft and determining the purpose of the flight.
Flight plan - a document of the established form, submitted to the dispatcher by the aircraft commander and containing certain formalized information about the upcoming flight or part of the flight necessary for processing, display and flight support.
Flight mode - aircraft parameters; established procedure for flying in the airspace of the Republic of Uzbekistan.
Boundaries of the transfer of control over the movement of aircraft — the border established on the taxi route or in airspace at which control over the movement of aircraft is transferred from one ATC point (dispatcher) to another.
The technology of the traffic service dispatcher - the established sequence of technological operations performed by the dispatcher when controlling the movement of the aircraft.
Flight safety - the totality of the properties of an aviation system that characterize its ability to function (fly) without an accident.


Introduction
Although, use of information and technology spreading its impact in every field of life. But, it impacts significantly in the field o education to make the learning process interesting as well as successfully. Today, use of Information Technology in an education system has been received more attention for improving the standard of learning as well as teaching. Various resources such as computer, internet, broadcasting technologies are being used to improve the education system
In general terms training is a set of educational procedures that refers to knowledge in terms of knowledge understood as a skill and competence and knowledge as doing. These are intended to result in developing the trainees’ skills and competence. And the essence of training is a combination between a defined educational phenomenon and specific method and tools used in the process of training.
There are many classifications of the different types of training in terms of a variety of categories: from sport, through arts and science, to jobs and professions. Controller training is regarded as a job or a professional training. Therefore all specifications related to the controllers as professionals are reflected not only in the content of the training but in the methods and tools as well.
There are not any methods and tools that could guarantee a successful training by themselves. There is a basic pre-requisite - the figure of the trainer (theoretical/practical instructor) who may be regarded in essence as a method and as a tool.
The most important element in a training situation is the trainer. The trainer who is enthusiastic, energetic and genuinely interested in both the subject and getting his or her message across in the best possible way so as to evoke the greatest response from the trainees. The trainer who lacks interest in training, who has little or no enthusiasm for the subject of the training and who merely goes through the modules of training is a failure. Such a trainer wastes not only his or her own time but also that of the trainees. The inept trainer is quickly identified by the trainees, who react with distraction, lassitude, neglect, undisciplined behaviour and absence from training sessions. Successful training - which produces the desired result – would depend entirely by the trainer. In the trainer's hands lies the heavy responsibility for ensuring that the trainees achieve the maximum results from the training.
However even the best prepared trainer has to be supported with knowledge for well-working practice that grows to methods and tools. That’s why the trainer uses methods and tools in his/her educational activities. Methods are ways and know-how for doing something. Tools are instruments and means that help something to be done. The trainer uses methods and tools in his/her educational activities. Methods are ways and know-how for doing something. Tools are instruments and means that help something to be done.
The training design process contains the following elements: structure of training documentation (syllabus, training plan and assessment plan, training events plan), clear taxonomy of training objectives (with five different levels of knowledge, skills and competence) and definition of appropriate objectives, plans, syllabus, techniques etc. to be used further on.
The process considers a model of communication where the learner, either individually or in a group, receives information through a media at a certain rate depending on the training technique.
A straight verbal communication or exposition, possibly using visual or other aids, but without a group participation except for a question and answer session, usually at the conclusion.
A training technique incorporating a number of instructional techniques designed to ensure the participation of the students in reaching the specified behavioural objectives. The instructor is able to ascertain whether the material has been assimilated.
A technique in which a real or fictional situation or series of events are presented to the trainees for analysis and consideration of possible solutions or problems identified. If a real situation is used for the case study trainees’ findings can be compared with what actually occurred.
Manipulations of equipment where the instructor provides the necessary feedback.
The provision of knowledge and skills by means of a computer with numerous interactions, student response analysis and allowing when appropriate free individual rhythm of learning (self-paced manner).
It allows practicing in a restricted period of time or in real time a part of the skills necessary for the operational task in a possibly not realistic environment (e.g. 2D aerodrome).
The provision of knowledge, skills and attitudes by means of a representation of air traffic responding to any student action as real air traffic. It always includes briefing, tutoring and debriefing.
Students act out a working model of some real-world human situation in an interacting group. They are provided with background data and roles to play together with constraints which may change as the play proceeds.
Planned group introduction to a simulation (or a series of simulations) stating the objectives of the exercise, the simulated operational procedures, the operation of the simulator and the expected role of each team member, including the instructor.
A briefing is an introduction to a training event during which interruption of the student’s activity is not normally anticipated (e.g. OJT and simulation). The technique is used during the simulation (briefing/debriefing) or planned separately (structured briefing/ structured debriefing). Planned group review and discussion of the outcome of a simulation (or a series of simulations) are conducted. The discussion is centred on the strategies chosen and their results.
A debriefing is a review and discussion on the outcome of a training event based on a formative assessment of that event. The technique is used during the simulation (briefing/debriefing) or planned separately (structured briefing /structured debriefing).
The act of giving additional knowledge and guidance to an individual or a small group of trainees in an off-the-job, informal training situation. Tutoring is considered as a supplementary training event and may be automated in case of guided simulation.
Provision of knowledge and skills by means of a computer with numerous interactions, student response analysis and free individual rhythm of learning (self-paced manner). This encompasses interactive guided learning and interactive exploration.
Course designers are mainly responsible for the selection of proper training methods and tools to be included in the training plans upon their creation.
The right choice of training methods and tools is essential for the achievement of the training objectives.
However theoretical and practical instructors have a key role in application of provisions of training plans (e. g. training methods and tools) and performance is from significant importance for the quality of training.